They refused to give him the MAP reading test early, which I thought was kind of odd; she said that it wouldn't make a difference in his placement since they already did the DRA. Not sure I believe that, but we can wait the month; if he's able to go for math and does well, I hope they'll let him try reading, too.
Mia
Hi Mia,
I would strongly suggest that you (or DS's Dad)insist that they give him the MAP reading test next month along with the Math. It's ok to state that you don't believe that the DRA test was accurate for him on that day because he is reading books at home such as ___________ and _______________. Use the Scolastic link below to find out the level of your son's recreational books, and include this info in the letter. As you see below, his instructional level should be
higher than his recreational level. Yeah I'll bet!
Here's a little tidbit about Dra's:
What is the difference between "instructional level" and "independent level"?
The 90-94 percent range represents the student�s instructional level, and it is the instructional level that should be reported (at the end of the grading period). A student�s independent level is the level at which he/she reads with 95-100 percent accuracy, with fluency, and comprehension. A student�s independent level is generally one or two levels lower than his/her instructional level.
That's from
http://studata.sandi.net/assessment/DRA_FAQ.asp#Q3There are more articles about reading level, and you can browse by DRA level here:
http://teacher.scholastic.com/products/classroombooks/browse_level.aspPractice calm, friendly, confident "insist" body language. Practice your "elevator speech" - drop by, give the speech, and hand them a written copy of your request for his file, in the "I'm confident that I'm making your life easier by handing you this paper" manner. Some schools have even asked the parents to sign a paper saying that they will take responsibility for the social/emotional aspects of a skip. Hey, if that helps them sleep at night!
Lots of us are bossy, and when we try to be un-bossy (or un-overwhelming) we end up as sweet little doormats! So don't go blabbering about studies or statistics, just use every bit of nonverbal body language to "insist" on what is "a reasonable thing for my child's learning." Find the school's mission statement and work that into to your "short, firm, and to the point" elevator speech. Repeat yourself over and over and over.
Perhaps I misread your post, but don't don't don't let them get used to just pointlessly putting you off for no reason. Get used to telling them what you know, and what you need, in a clear, firm, professional manner. You need this information. Why have him strung along when his current placement isn't working? If they give 1st graders MAP reading, give your kid MAP reading and then you can compare apples to apples.
Yes?
Trinity
